Module 1

Resilience Education
Student resilience and wellbeing are essential for both academic
and social development. Children who are confident, resilient and
emotionally intelligent perform better academically. These skills can
contribute to the maintenance of healthy relationships and responsible
lifestyles.

Module 1 includes a variety of activities to enhance students’ personal

and social capabilities and build their resilience through the context
of drug education. The supporting student workbook is linked to
the activities in this Teacher Resource and will offer opportunities
for students to test their drug education knowledge and skills, solve
problems using a drug education context, and reflect on their own
attitudes and beliefs.

The suggested activities in this module of work can be modified or

additional resources sourced to support student needs and the local
context. If activities are modified, the mapping documents on pages
11-13 may not be fully applicable. It is also recommended that videos be
pre-viewed to determine suitability for different student cohorts.

Note: Schools with a religious philosophy

When teaching resilience, decision-making and coping skills in the
context of alcohol and other drugs education encourage students
to use reflection, prayer and meditation in addition to the strategies
outlined within this resource.
Topic 1
Personal strengths
Activity 1 Strength to strength
Learning intention
• Students assess their strengths and skill sets that contribute
to their personal and social capability
Equipment
Be Ready student workbook - Not all about being strong –
pages 1-4
Slips of paper – five per student
Family information sheet - Strengths – it’s not about being
strong – photocopy one per student
Teaching tip
The Authentic Happiness website has information about
character strengths and the field of positive psychology at:
http://www.authentichappiness.sas.upenn.edu
Method
1. Introduce the 24 strengths on pages 1-2 of Be Ready.
Explain that each of us have strengths that underpin our
character and influence how we behave, think and feel.
Strengths can be those that are morally valued (eg loyalty,
kindness, forgiveness, gratitude) and broader strengths
that focus on our abilities (eg leadership, curiosity,
creativity). Discuss one or two of the more challenging
strengths to understand from pages 1-2 of Be Ready as a
class.
2. Explain to students that it is healthy to focus on our own
personal strengths and qualities especially when we
are experiencing a problem in our life, as spending too
much time focusing on our perceived weaknesses or
shortcomings can hinder us from tackling the issue and
trying new things.
Ask students to tick the strengths they feel they currently
possess using the strengths listed in Be Ready. Remind
students that they do not have to have all 24 and can be
actively working towards achieving some that they have
not yet ticked.
Place students in pairs. Without discussion have students
choose three strengths that they think their partner
possesses. Have partners share and discuss their choices.
Ask
• Was it easy to identify strengths in yourself? Why?
• Was it easier to identify the strengths of your partner? Why?
• How would knowing your strengths help you at school, as
a member of a team, at home with your family life, and in
your career or work?
• What strategies can you use to remind yourself of the
strengths that you possess?
3. Read the stories about well-known people who have
coped with a range of challenges using their personal
strengths and qualities on pages 2-3 of Be Ready. Explain
to students that they are to choose one of the individual
stories and answer the questions on page 4 reflecting on
this individual. Listen to feedback from the class.
4. Further develop this concept by choosing one of the
following activities:
• Read texts or research other people who have used
their strengths to face adversity such Anne Frank (a
Jewish victim of the Holocaust) whose diary ‘The Diary
of a Young Girl’ has been the basis for several plays and
films.
• There are many movies that have been created based
on true stories of individuals who have used their
strengths when facing adversity. Ask students to
research movies that look at successfully overcoming
the odds and challenges of life eg ‘Shine’ (about David
Helfgott, a talented Perth musician who had to cope
with a mental illness), or ‘The Rocket’ (about a young
boy who lost his home and mother but remained
determined to win a rocket competition).
• Have students find quotes that speak about the
concepts of success or personal best and graffiti these
in an artwork. Encourage students to add their personal
strengths to this artwork.
5. Send home a copy of the Family information sheet –
Strengths – it’s not about being strong. Encourage students
to talk about their strengths with their family and find out
if they demonstrated these as a young child or when they
became older.
Challenges and Choices YEAR 9
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 family information sheet

Strengths – it’s not about being strong

Sometimes as parents we can describe You can play a key role in building
our children at their worst. They can be your children’s character strength
s
stubborn, selfish, disinterested – the Give meaningful and specific praise.
Tell your
list goes on, and for parents behaviours child when you see them using certain
character
strengths to handle a situation or the
like these can be challenging. But it mselves. Use
the name of the strength in your con
isn’t always like this and at times our versation. For
example:
children show us wonderful strength of I’m really proud of the way you handled
character. that
situation with your friend. You were hon
est about
your feelings but you also showed resp
Our character strengths are what ect for your
friend’s feelings.
distinguish us from other people and
are based on what we value. They guide Help your teenager to recognise the
character
our behaviour and make us feel good strengths they possess. Sometimes
teenagers
can become focused more on what
about ourselves. Your child may have they can’t do
than what they can do. Celebrating you
strengths that come so naturally to r child’s
strengths and not focusing on their wea
knesses
them that they may not even consider is the best way to raise a confident, em
otionally
them to be strengths. mature person.

Character strengths such as self- Tell your child the strengths that you
know they
regulation, perseverance and love of have (be honest) and how these stre
ngths make
them the wonder ful person they are.
learning are not only the foundations Work with
your child to help them to practise the
of positive youth development and strengths
they want to build.
thriving, but are related to school
wellbeing, success and life satisfaction. Help your teenager recognise cha
racter
strengths in others. Try reading boo
ks or
watching movies where strengths are
used
by the characters. Have conversations
and ask
questions to develop your child’s awa
reness
of the strengths shown by fictional and
real-
life characters. Ask questions such as:
What
strengths did the characters show in
the movie?
How did the characters use their stre
ngths to
overcome challenges or obstacles? How
was this
character like you? How was this cha
racter not
like you? How would you like to be mo
re like this
character?

Demonstrate your positive strengt

EDUCATING FOR SMARTER Choices

hs. Share
personal stories where you have had
to draw
on your strengths such as forgiveness,
open-
mindedness, fairness, courage and self
-control,
and how these helped you to cope and
manage
yourself in a challenging situation. Talk
about the
strengths that you want to build and
use in the
future.

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Activity 2 Valuing others’ • What advice would you give to a friend if they were at
strengths and achievements the receiving end of the ‘tall poppy syndrome’? (eg avoid
retaliation and anger; realise it’s not about you but
Learning intention rather everything to do with them and their inability to
• Students identify negative labels that can be a barrier to achieve their own successes; hold true to your integrity
recognising and acknowledging strengths in themselves and values; move on, surround yourself with supportive
and others people; keep your eyes firmly fixed on your goals).

• Students recognise and acknowledge strengths in 4. Have students complete Change the way we look at others
themselves and others on page 5-6 of Be Ready.

Equipment 5. Choose one of the following activities:

Be Ready student workbook - Change the way we look at • Ask each student to write their name and three
others – page 5-6 strengths they possess on a sheet of paper. The sheets
A4 paper – one per student are then passed on so the class can confirm or add
other strengths that they have recognised in each
student.
Activities • Students sit on their chairs and in a circle. The teacher
1. Brainstorm (refer to page 107) what the term ‘tall poppy stands in the middle of the circle, chooses a strength
syndrome’ means. Listen to a few responses. Explain (if (eg leader, team player) and starts the game by
required) that tall poppy syndrome is a term used to saying Someone else who is… a good leader. Students
describe a social phenomenon in which people who have who believe they possess that strength must stand
achieved some success are resented or criticised because and quickly move to a seat that has been vacated by
their talents, achievements or popularity elevate them another student. The teacher must also find an empty
above or distinguish them from their peers. seat. The person left standing then must identify a
strength they possess and say, Someone else who is…
2. Talk about some people who have been receivers of the Continue the game until most students have had a turn
tall poppy syndrome due to their achievements in sport, at being in the middle.
the arts or in finance.
• Students write a cover letter for a job describing the
Explain that often negative labels can diminish or fail strengths and qualities that they would bring to the
to acknowledge a strength being shown by a person. position.
For example, someone who is called a ‘chatterbox’,  
‘blabbermouth’, ‘show off’ or ‘attention seeker’ by some,
may be seen by others as a ‘confident communicator’.
Have students complete the Match-up activity on page
5 of Be Ready by matching the strengths and negative
label. The answers are: Communication – 3, Positivity – 5,
Achiever – 4, Commander – 1, Harmony – 2.
3. Have students recall a situation where someone
dismissed or ridiculed them for competently using
their strengths to achieve a goal eg being awarded an
academic or sporting achievement, being recognised for
being helpful or supportive, or being given a lead role
in a school play or musical. Use the following discussion
questions.
Ask
• How did you feel when this happened?
• Did it change your behaviour? How?
• Why do some people show disrespect for others’ strengths
and achievements? (eg resentment, jealousy, lack of
understanding, lack of empathy, negative attitude).
Challenges and Choices YEAR 9

• What strengths do those who are quick to judge or criticise

others need to develop? (eg empathy, appreciation,
kindness, social and emotional intelligence).
• Should you let another person’s inability to reach their
goals affect your ability to reach your goals?

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 Activity 3 Using your strengths • What can you do to develop a strength that you do not
to manage situations currently possess? (eg set a goal to practise and build
the strength, observe how others use the strength in
Learning intention different situations, ask someone you trust to tell you
• Students identify ways in which different strengths can be when they notice you using the strength).
used to manage difficult social situations • When friends try to influence you to participate in a
potentially unsafe way, what are two outcomes that you
Equipment should aim for? (eg to maintain your own health and
Be Ready student workbook - Not all about being strong – safety, maintain your friendship, influence your friend to
pages 1-2 make a safer choice).
Activity sheet - Strength scenarios – photocopy one card per 2. Have students role-play (refer to page 110) one of the
group scenarios to demonstrate how the characters might
manage any negative influences and potential risks, and
maintain their friendship.
Activities
1. Distribute one scenario card to each small group. Explain
that students are to discuss the scenario using the  
following questions. Remind students to refer to the
strengths listed on pages 1-2 of Be Ready to help them
with their discussion.
• How might the person be feeling in this situation?
• What negative thoughts might the person be having?
• What positive self-talk could the person use in this
situation?
• What choices does the person have?
• What strengths would help the person manage this
situation?
Have groups pass their scenario to the next group and
rerun the activity until students have discussed at least
three different scenarios. Debrief the activity using the
following questions.
Ask
• Which strengths were useful in all situations? Why? (eg
self-control, self-regulation, social intelligence, bravery,
prudence, carefulness).
• Did the thoughts and feelings that you identified for each
character impact on their choices and decisions? Why?
(Discuss how negative self-talk can influence a person
to act in a negative way and positive self-talk can have
a different outcome for the person. Point out that it is
okay to initially have negative thoughts but it is then
important to work through what you’re feeling and
then switch these to positive thoughts).
• Do you have the right strengths to manage situations
similar to these?
• When you are in situations where a friend tries to influence
you, what are two outcomes that you want to achieve?
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ACTIVITY sheet
Strength scenarios
Kayla (16) and Sally (15) are at an
18th birthday party. Kayla suggests
that they have a shot of vodka to
see what it tastes like. Sally doesn’t
really want too and she knows her
parents would disapprove of her
drinking.
Will (16) and Reece (15) are on a
social media site and see a photo
of their friend Evan who looks to
be drunk and is lying next to a
pool of vomit. Reece knows that
Evan would be embarrassed by the
photo. Some other students have
already posted rude comments.
Will suggests that they write
something too.
Danni (16) and Ross (15) are at a
16th birthday party. Their friend
Vivien has drunk too much and
looks to be asleep on the front
lawn. Danni has a curfew and
wants to get home but Ross is
worried about leaving Vivien alone
in the dark.
#
#
Jodie (15) and Taylor (18) have
gone to a party at the local beach
with some friends. A fire has been
lit and a couple of bottles of spirits
are being passed around the circle.
Jodie doesn’t drink and is worried
about what everyone else will say if
she refuses the bottle when it’s her
turn.
#
Billi (14) and Nina (15) have been
at a BBQ and are waiting for a Uber
to take them home. Adam pulls up
in his car and offers them a lift. Billi
can see that there are already three
people in the car and she knows
that her parents would disapprove
of her not wearing a seat belt in an
overcrowded car. Nina wants her to
get in the car.
#
Zac (13) and Frank (16) are at
home, bored. Frank knows that his
older brother has some cannabis
in his room and suggests that they
roll a joint and try it. Zac feels really
uncomfortable about doing this.
Challenges and Choices
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 Topic 2 Activities
1. Place students in small groups. Explain students are to
Emotions and responses complete an ABC graffiti (refer to page 107) in two
minutes by brainstorming an emotion or feeling for
each letter of the alphabet (eg anger, bewilderment,
Activity 1 Identifying and curiosity…zest. Suggest that letters such as x and z can
be used in the middle of a word such as ‘anxious’ and
responding to emotions ‘amazement’). Listen to the emotions identified by the
Learning intentions class.
• Students identify a range of emotions 2. Explain that emotions can control our thinking, behaviour
• Students reflect critically on their emotional responses in a and actions. Emotions such as fear, anxiety, negativity,
range of challenging or unsafe situations frustration and depression can cause chemical reactions
in our body that are very different from the chemicals
• Students gather feedback from peers about the
released when you feel positive emotions such as
appropriateness of their emotional responses in a range of
happiness, contentment, love and acceptance.
challenging or unsafe situations
Explain that it is generally recognised that there are six
Equipment primary emotions which are universally recognised and
Be Ready student workbook - Rollercoaster ride – pages 7-8 easily interpreted through specific facial expressions,
Large sheet of paper – one per group regardless of language or culture – love, joy, surprise,
anger, sadness and fear. Each of the emotions can be
experienced at different levels (Shaver, Belsky & Brennan,
2000) as shown in the table below:
Primary Secondary Tertiary emotions
emotion emotion
Love Affection Adoration, affection, love, fondness, liking, attraction, caring, tenderness,
compassion, sentimentality
Lust Arousal, desire, lust, passion, infatuation
Longing Longing
Joy Cheerfulness Amusement, bliss, cheerfulness, gaiety, glee, jolliness, joviality, joy, delight,
enjoyment, gladness, happiness, jubilation, elation, satisfaction, ecstasy, euphoria
Zest Enthusiasm, zeal, zest, excitement, thrill, exhilaration
Contentment Contentment, pleasure
Pride Pride, triumph
Optimism Eagerness, hope, optimism
Enthrallment Enthrallment, rapture
Relief Relief
Surprise Surprise Amazement, astonishment, surprise
Anger Irritation Aggravation, irritation, agitation, annoyance, grouchiness, grumpiness
Exasperation Exasperation, frustration
Rage Anger, rage, outrage, fury, wrath, hostility, ferocity, bitterness, hate, loathing,
scorn, spite, vengefulness, dislike, resentment
Disgust Disgust, revulsion, contentment
Envy Envy, jealousy
Torment Torment
Sadness Suffering Agony, suffering, hurt, anguish
Challenges and Choices YEAR 9

Sadness Depression, despair, hopelessness, gloom, glumness, sadness, unhappiness, grief,

sorrow, woe, misery, melancholy
Disappointment Dismay, disappointment, displeasure
Shame Guilt, shame, regret, remorse
Neglect Alienation, isolation, neglect, loneliness, rejection, homesickness, defeat,
dejection, insecurity, embarrassment, humiliation, insult
Sympathy Pity, sympathy
Fear Horror Alarm, shock, fear, fright, horror, terror, panic, hysteria, mortification
Nervousness Anxiety, nervousness, tenseness, uneasiness, apprehension, worry, distress, dread

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3. Ask students to group the emotions written on their ABC
graffiti sheet by drawing:
• a heart next to the emotions associated with love
• a cloud next to the emotions associated with joy
• a star next to the emotions associated with surprise
• an exclamation mark next to the emotions associated
with anger
• a triangle next to emotions associated with sadness
• a circle next to the emotions associated with fear.
Explain that learning to recognise emotions at different
levels can help us to identify and respond appropriately
to our own emotions and also identify the emotions of
others. By identifying our emotions we can also start to
see how they are influencing behaviour.
4. Ask the students to identify how they would feel if they
won a ticket to ride the largest and fastest rollercoaster
in the world. Listen to some of the emotions identified
by the class then discuss why each student feels
differently about the ride. For example, the ride may cause
feelings of extreme excitement and happiness for some,
whereas for others feelings of anxiety and terror may be
experienced. Use the information on page 7 of Be Ready
to work through the rollercoaster example.
Explain that often we can have the presence of more
than one emotion and that the level or strength of
these emotions can range from low to high. Emotions
can be our warning system as to what is really going on
around us. They can help keep us on the right track by
making sure that we are led by more than the mental
or intellectual faculties of thought, perception, reason
and memory. Some emotions are described as positive
and others negative, however all emotions should
be acknowledged. Have students circle the positive
emotions listed on their ABC graffiti sheet.
5. Have students complete the continuum activity on
page 7 of their workbook by reading each situation and
identifying how they would feel if placed in the situation.
Ask
• Although there were a range of situations, did you find that
some emotions were felt more often than others? Which
ones? Why?
• What situations caused you to feel a high intensity of
emotions?
• Did these situations have anything in common?
• Would having a highly intense and negative emotional
response be a problem? (Explain that it might be difficult
for a person to manage their responses and behaviour
if they experience negative emotions of high intensity).
• Is ignoring your emotions good for your physical or mental
health? (No. People who ignore, dismiss, or repress their
emotions for extended periods of time may experience
physical or mental illness).
6. Discuss the scenarios on page 7-8 of Be Ready. Explain
that having a negative emotional response is sometimes
normal however it is how your response is managed
and the self-talk that we use that can make a difference.
Ask students to complete the scenarios identifying the
emotion(s), self-talk and the behaviour they could exhibit.
7. Place students in pairs and encourage them to
gather feedback about the appropriateness of their
emotional responses in each situation. After students
have completed the discussion ask them to write their
responses to the questions on the bottom of page 8 of
Be Ready.
 
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 Activity 2 Recognising others’ 4. Have students read the scenarios on page 10 of Be Ready
emotional states, needs and and discuss what feelings the character was experiencing
and how the friend could show empathy.
perspectives
Ask
Learning intentions
• Was it easy to guess the feelings the person in the scenario
• Students identify empathy as a characteristic that was experiencing? Why?
contributes to respectful relationships
• Which feelings were the easiest to identify? Why?
• Students recognise actions that do not depict empathy
• Which emotions might make the person think and act in a
• Students practise showing empathy negative way? (eg anger, frustration, helplessness).
Equipment • What positive self-talk might challenge the person’s
negative thoughts?
Be Ready student workbook - Walk in someone else’s shoes –
pages 9-10 • Would it be harder to work out how a person is feeling if
you couldn’t actually see their face, such as through a text
Activity sheet - Someone else’s shoes – photocopy and cut
message or phone call? (Discuss the impact of only using
into cards
text messages and emails to share how you are feeling
Large sheet of paper – one per group about situations).
Ask students to complete the activity on the bottom of
Activities page 9 of Be Ready sharing their experience of someone
showing empathy to them.
1. Explain that an ‘idiom’ is a phrase or combination of words
which have a different meaning than the literal meanings 5. Distribute an empathy card to each pair. Ask one student
of each word. Examples include ‘blow out of proportion’, in the pair to read the card then role-play (refer to
‘seal of approval’, ‘bite the dust’ or ‘all thumbs’. page 110) the scenario to their partner who must be an
empathetic listener. Students then switch roles. Use the
2. Ask students to give their understanding of the idiom
following questions to process the role-plays.
‘walk a mile in my shoes’ or ‘put yourself in my shoes’.
Explain that this idiom refers to using the skill of empathy Ask
which is the ability to:
• What let you know that your partner was listening well
• mutually experience the thoughts, emotions and direct and being empathetic?
experience of others
• Was it hard to be empathetic to the character described on
• demonstrate an understanding of other people’s your card? Why?
feelings, emotions and experiences in relation to your
own.
Have students respond to each of the statements on
page 9 of Be Ready. Explain to students that if they
answered mostly ‘yes’ to the statements then they are
probably doing a good job of showing empathy towards
other people. The statements to which they answered
‘no’ are behaviours they could practise to become more
empathetic. Discuss how students can develop their
empathetic skills.
3. Write the following on the board – Empathy is the same
as sympathy. Conduct a Brainstorm (refer to page 107)
of students’ thoughts about this statement. Explain that
both words have similar usage but they differ in their
emotional meaning. Empathy is being able to imagine
what it feels like to be in another’s situation. Sympathy
essentially implies a recognition, understanding and
compassion for another’s feelings.
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ACTIVITY sheet
Someone else’s shoes
Anna has been really busy rehearsing
for a school performance lately so when
she gets her English test back she’s not
surprised that the mark is low. But when
her friend Evelyn picks up Anna’s test and
starts showing everyone she feels angry
and embarrassed and grabs the test out
of her hands and runs out of class.
Sean teases Aaron about not making the
football team. Aaron argues back and
things escalate into a shouting match.
Ashika is telling her best friend Jenna
about how hurt she has been after her
boyfriend dropped her. Jenna seems
to be listening but keeps changing
the subject and wants to show Ashika
something on her phone.
Rick is feeling really excited as he has a
date on Saturday. He really wants to look
good so he asks his older brother if he
can wear one of his shirts but he says
‘no’ because he doesn’t want it to get
wrecked. Rick pleads with his brother
and explains how important the date is
but he won’t change his mind.
#
#
Carrie is telling her best friend Naoko
about how bad she is feeling because
someone posted a photo of her smoking
a joint. Carrie says she just wanted to try
it and had never done it before but now
she keeps getting nasty texts and some
students are calling her a ‘stoner’.
#
During one of the final games of the
football season, Kane was injured badly,
so badly that he couldn’t play in the rest
of the games, nor could he go to school
for three months. His friend Jake is
excited that the new season starts soon
and he has been asked to try out for the
A team. He is sharing his news with Kane.
#
All of the girls are constantly talking
about the dresses they’re going to buy
and how they’re going to do their hair
for the school river cruise. Salima tells her
friend Priscilla that she wants to go but
the tickets are expensive and her dad just
lost his job. Priscilla nods her head and
then tells Salima about the new shoes
and dress she has bought to wear on the
cruise.
#
Brodie has always loved her friend
Sally’s clothes. One day, when they were
hanging out at Sally’s house, Brodie
asked to borrow Sally’s expensive jeans.
Sally said she could but then made fun
of Brodie telling everyone at school that
Challenges and Choices
she couldn’t afford to buy her own nice
clothes.
#
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 ACTIVITY sheet
Someone else’s shoes
#
Brad’s sister was killed in a crash on the
weekend. Some other students at school
post on a social media site that she was
drunk and grabbed the steering wheel.
Brad has read the post and is telling his
best mate Larry that he feels angry and
upset about it but Larry keeps trying to
distract Brad.
#
Oli accidentally bumps into Ted as he
is running to catch the school bus. Ted
drops his books onto the footpath.
Everyone on the bus starts to laugh while
Ted madly tries to pick up his books
before the bus departs.
#
It’s Friday night and you’re feeling
excited because your friends are getting
together for a movie night but your mum
comes into your room and says a family
friend has unexpectedly arrived. She
wants you to go out to dinner with the
family. You start arguing with your mum
but she slams the door and says, “No
discussion, you’re going!”
#
#
Challenges and Choices
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Oliver and his friend Tom were selected to
represent their school in a state spelling
competition. The score was tied between
Oliver and Tom’s team and another school
with only one question remaining. The
question went to Oliver, who got it wrong,
and the other team were the winners.
Oliver felt terrible and apologised to Tom
but he said “you should have let me answer
it then we would have won”.
During a school netball game, Alesha
had a seizure and came out of it to
find everyone staring at her. Her friend
Marlee was standing with some other
students who were looking horrified and
whispering behind their hands.
Tina’s best friend Mitzy confided in her
about a surprise party she had planned
to throw for her brother. Tina accidentally
let the secret slip and now Mitzy won’t
talk to her.

Topic 3
Managing situations
Activity 1 Assertive responses
and actions
Learning intention
• Students discriminate between assertive, passive/
submissive and aggressive actions
• Students understand how to apply the assertion model to a
personal situation
• Students practise asserting their stance on a situation
by expressing their thoughts, opinions and beliefs that
acknowledge the feelings and decisions of others
Equipment
Be Ready student workbook - Say what you mean – or particular ways of dealing with difficult people and
pages 11-12
Activities
1. Use page 11 of Be Ready to explain the difference
between non-assertive action (aggressive and passive/
submissive) and assertive action. Point out that:
• Being assertive does not mean a person wins
every situation. It means that the person has taken
responsibility for their feelings and expressed what they
see to be their rights.
• Assertion should not be confused with aggression,
which seeks to win at the expense of another’s rights
and feelings. However, anger may be present while
acting assertively but is more likely to be contained
through positive action.
• By using assertion, a better outcome is more likely, the
relationship may not be harmed, and conflict may be
resolved without one party feeling guilty, let down or
emotionally dishonest.
• Assertive action is significant in social situations where
a decision to act unsafely, such as to use a drug or not,
must be weighed against the desire to be accepted by
a person or group using the drug.
• Assertion may not be appropriate in all situations.
2. Have students recall an incident where they were
dissatisfied with the outcome and use the table on page
11 of Be Ready to check if how they acted or failed to
act, or what they said or failed to say, was aggressive
or passive/submissive. In groups, have students briefly
discuss what they believe they should or should not have
done and note the emotions they felt at the time such as
anger, resentment or disappointment. (Remind students
of the ‘no name’ rule).
3. Read the following scenario then discuss the five steps
on page 12 of Be Ready that Ben could use to behave
assertively. Explain that understanding why people act in
certain ways is useful in helping us to respond to them
in a more productive manner. Highlight that the second
step, the expression of feelings, is the most important.
Scenario
• Carmelo is a new student in Ben’s class. Ben invites Carmelo
to meet him after school at a local takeaway shop.
Carmelo arrives twenty minutes late. Ben has only a few
minutes before he starts his after school job and is starving
because he hasn’t had anything to eat and doesn’t want to
be late for work.
4. Ask students to work through the scenario using the
assertive action steps. Discuss as a class.
Now using the personal incident the students previously
recalled, get them to write down what they would say for
each of the five steps using the second table on page 12
of Be Ready.
5. Brainstorm (refer to page 107) a list of people with
whom it is more difficult to act assertively with and
situations in which acting assertively can be challenging.
In groups, have students identify alternative strategies
situations. Some students may feel that it can be difficult
to speak assertively to adults. Let students know that
most adults do not expect adolescents to be assertive, so
when they are assertive rather than aggressive, adults are
more likely to listen. In groups, have students discuss each
of the scenarios on page 12 of Be Ready and decide if they
would act assertively or choose another way to manage
the situation. Listen to responses from each group.
6. In groups, have students role-play (refer to page 110) a
situation where someone is trying to influence them to
smoke cannabis. The role-play should demonstrate the
use of assertive responses. Let students know that the
role-plays will not be watched by others. Nominate one
person in each group to role-play the person causing
conflict from the list below:
• a person of the opposite sex
• an older stranger
• a younger stranger
• a close friend
• a family friend
• a tall, strong person.
Bring the class back together and have students reflect
on what was easy or difficult about being assertive rather
than being aggressive.
Ask
• What assertiveness strategies did you use in the role-play?
• Were the rights of both parties respected?
• Was the outcome satisfactory or the best outcome that
could be reached under the circumstances for both
parties?
Challenges and Choices YEAR 9
7. Have the groups repeat their role-play with one
member of the group acting as a supporter for the
person responding to the pressure. Discuss if having
this bystander support changed the outcome. Explain
that practising and seeing other people practise acting
assertively will help to build the students’ repertoire of
responses that can be used when needed. However,
everyone will ultimately develop a personal style of acting
assertively with which they will feel comfortable.
A RESILIENCE APPROACH TO DRUG EDUCATION
25
© 2016 Mental Health Commission
 Activity 2 Coping skills
Learning intention
• Students identify negative and positive coping styles
• Students select and apply coping skills in a range of
situations
Equipment
Be Ready student workbook - To cope or not to cope – page 13
Activity sheet - Coping scenarios – photocopy and cut into
cards
Activities
1. Allocate one emotion to each group (sadness, shame, fear,
boredom, worry, anger, disappointment, disgust, envy and
embarrassment) and explain that students are to discuss
the consequences of feeling this emotion quite often and
over a long time. Listen to feedback from each group.
Ask
• Why could feeling one of these emotions for a long period
of time be a problem? (Point out that it is normal to
experience these feelings however having them for too
long or too often can have physical and mental health
implications).
• What sort of things might a person experiencing these
emotions think to themselves? (eg This always happens
to me. No-one understands how I’m feeling. This is the
worst situation. Why do these things only happen to
me?).
• What might they do because they are feeling this way? (eg
be disruptive at home or school, start fights with others,
use alcohol or drugs to dull their feelings, engage in
risky behaviour).
• Would it be a problem to always feel positive emotions?
Why? (If the feelings the person is experiencing are
real, than no. However, it can cause more damage to a
person if they are pretending that everything is okay
and they are coping and putting on a ‘brave face’ to
cover their emotions. It’s important that young people
understand that it’s okay to experience negative
feelings and that everyone will face difficult times in
their life).
• If you recognised that your friend was struggling (eg
sad, lonely, worried), what could you do to show that
you empathise with them? (Ask them questions to find
out why they are feeling this way. Share a story that is
similar to the friend’s and explain how it was handled.
Suggest they talk to someone who might be able to
give advice or support).
• What would you do or say to help them get through the
situation they are facing? (eg keep talking and listening,
Challenges and Choices YEAR 9
suggest who the other person could go to for help or
advice, talk to someone about the friend).
A RESILIENCE APPROACH TO DRUG EDUCATION
26 © 2016 Mental Health Commission
2. Read the following scenario then ask students to identify
the coping strategies Aisa could use. Write the strategies
on the board. Have the class decide those that are helpful
(write an H next to the strategy) and those that are
unhelpful (write a U next to the strategy). For example,
talking to the music teacher about how she is feeling
would be a helpful and an assertive action whereas
‘wagging’ or ‘ditching’ music class would be an unhelpful
way to cope with the situation.
Scenario
• Aisa is a fabulous singer but she didn’t get the lead role
in the school musical about a month ago and was quite
upset. Aisa has been finding it hard to concentrate on her
schoolwork and hasn’t been sleeping or eating very well.
Some of her classmates have been saying things to her
like ‘just get over it’ and ‘maybe you aren’t as good as you
think’. Her parents are angry with her for failing her latest
English test and Aisa feels that they don’t understand why
she is feeling so distressed. Aisa hates going to school each
day especially when she has music class.
3. Discuss the different coping styles on page 13 of the Be
Ready. Explain that each of the coping styles may have a
number of strategies. For example ‘escape or avoid’ may
include staying home from school, or smoking a joint, not
answering your friend’s phone calls or texts, or hooning
in a car with mates. Have students tick the coping styles
they mostly use.
4. Group the list of coping strategies that students identified
for Aisa (from Step 2) into the different coping styles. Do
this on the board using different coloured markers so
students can see how the behaviours fit into the different
coping styles.
Ask
• Why do we use different coping styles? (eg depends on
the problem or situation and how we feel at the time;
our competency in skills such as speaking assertively,
problem solving, recognising our own emotions and
the emotions of others).
• Do we tend to only use one coping style? (eg most people
use a few and at different times in the situation).
• How do we learn our coping styles? (eg by watching
others we know cope with problems, ‘trial and error’
and ‘learning from our mistakes’, and resilience
programs at school).
5. Ask students to form small groups. Give each group one
of the coping scenario cards. Explain that groups are to
choose two examples of unhelpful and helpful coping
strategies for each character in the scenario. Suggest that
students refer to the coping styles described on page 13
of Be Ready as this may prompt their thinking. Bring the
groups together and share the strategies.
6. Have students reflect on a time in their life when they
managed a situation using one or two coping styles. Ask
students to complete the workbook activity on page
13 of Be Ready using this example as a basis for their
responses.
ACTIVITY sheet

Coping scenarios
#

Mia (14 years) and her best friend Zoe (15 years) • Two positive ways that
go to a party at their friend’s house. There are Mia might cope with this
no parents at the party except for their friend’s situation
older brother Jake (18 years) and his mate Rick • Two negative ways that
(18 years). There’s lots of alcohol at the party Mia might cope with this
and Rick persuades Zoe to drink some vodka. situation
Zoe gets a little drunk and dives into the pool • Two positive ways that
and hits her head on the bottom of the pool. Mia Jake might cope with this
can see she Zoe is unconscious and yells at Jake situation
to get her out of the pool. She is really worried • Two negative ways that
about Zoe and angry with Rick. Jake might cope with this
situation
#

Will (17 years) has always wanted to be a motor • Two positive ways that
mechanic and has been saving his pocket Will might cope with this
money to buy his first car. His girlfriend Alice (17 situation
years) likes to smoke weed. While they are out • Two negative ways that
driving in his mum’s car, Alice lights up a joint Will might cope with this
and hands it to Will but he hands it back. Later situation
that day Will’s mum storms into his room really • Two positive ways that
angry and accuses him of smoking weed and Alice might cope with this
bans him from seeing Alice for a month. Will situation
calls Alice and tells her what has happened. • Two negative ways that
Alice might cope with this
situation
#

Harry (16 years) has been bullied by a group • Two positive ways that
of students at his school for nearly six months. Harry might cope with this
Some of his friends have stopped hanging situation
around with him and he feels angry and upset. • Two negative ways that
Luke (16 years) is his best friend and is the only Harry might cope with this
one who has stuck by him. One day at school situation
some of the bullies approach Harry and start • Two positive ways that
saying rude things and pushing him around. Luke might cope with this
Luke is there too but when this happens he is situation
worried that the bullies will pick on him so he • Two negative ways that
walks away and leaves Harry on his own. Luke might cope with this
situation
Challenges and Choices

A RESILIENCE APPROACH TO DRUG EDUCATION

© 2016 Mental Health Commission
 ACTIVITY sheet

Coping scenarios
#

Ivo (15 years) has had some stuff going on • Two positive ways that
at home that he is embarrassed about and Ivo might cope with this
doesn’t want to tell his mate Kane (15 years). situation
He has been missing quite a lot of school and • Two negative ways that
his teachers have started to question him about Ivo might cope with this
his school work and giving him detention for situation
not handing in homework. Kane tells Ivo that • Two positive ways that
some of the other students have been spreading Kane might cope with this
rumours saying that he stays home so he can situation
drink and smoke weed. Ivo is obviously upset • Two negative ways that
and tells Kane to go away. Kane might cope with this
situation
#
Mohini (14 years) doesn’t like the way she • Two positive ways that
looks and feels embarrassed. She will often Mohini might cope with
go to the chemist and buy diet pills to help her this situation
lose weight but nothing seems to work. Mohini • Two negative ways that
tries to get out of doing sport because she isn’t Mohini might cope with
good at running and she hates wearing the this situation
sports uniform because it is very short and • Two positive ways that
uncomfortable. During a sport lesson Garry Rachel might cope with this
(14 years) says she looks like a whale and starts situation
rolling around on the ground. Some of the other • Two negative ways that
kids are laughing and some turn their backs on Rachel might cope with this
the situation. Rachel (14 years) is the only one situation
who tries to do something to help Mohini.
#

Ryder (17 years) doesn’t like the way he looks • Two positive ways that
and feels embarrassed because he doesn’t have Justin might cope with this
muscles like some of the other boys in his year. situation
He has started using performance and image • Two negative ways that
enhancing drugs which really worries his best Justin might cope with this
mate Justin. When Justin tries to talk to Ryder situation
about using the drugs and suggests that he • Two positive ways that
talks to a doctor to find out more about the Ryder might cope with this
side-effects, Ryder tells Justin to mind his own situation
business and that he is only jealous because he • Two negative ways that
is starting to bulk up. Ryder might cope with this
Challenges and Choices

situation
#

A RESILIENCE APPROACH TO DRUG EDUCATION

© 2016 Mental Health Commission
Activity 3 Positive approaches
for dealing with stress
Learning intention
• Students examine the concept of stress as a response to
change or challenge
• Students identify positive stress management strategies
Equipment
Be Ready student workbook - Stress check – page 14-15
Stress ball equipment (optional) – two balloons per student,
flour, funnels
Internet access (optional)
Teaching tip
Stress management is not merely stress reduction but
the management of situations that generate stress to the
individual. Being able to understand what stress is, and how
to manage it, can help students to cope with future changes
and challenges in their life.
3. Explain that stress is a part of everyday life and that at
Activities
1. Explain that this activity will explore how a person’s body
reacts to stress and the positive strategies we can use
to self-calm and cope with stress or challenge. Have
students write a definition of the word ‘stress’ and some
words used to describe a person who is feeling stressed.
For example:
• When a person faces a negative influence on their life
such as threat and danger or conflict in relationships.
• The reaction to challenge or demands in the
environment that require physical, mental or emotional
adjustment or response.
• Stress can come about by any situation or thought that
makes a person feel frustrated, angry, excited, nervous
or anxious.
• Stress can be positive in that people can be excited and
engaged by challenging situations.
• Some words to describe a person who is stressed might
include anxious, fearful, worried or nervous.
• Stress can become ‘distress’ when multiple challenges
occur at once and we feel overwhelmed. (Use the
analogy of a rubber band being placed around a large
cool drink bottle where it is being stretched (stressed)
to fit the bottle. If then the rubber band was stretched
around six large cool drink bottles the band would be
overstretched to the point of breaking (distressed).
stress
distress
(optimal)
2. Explain that stress can impact on a person in various
ways and to different levels. In groups, have students
brainstorm (refer to page 107) some of the physiological,
mental and emotional, and behavioural signs that a
person may be experiencing stress using the ‘person’ on
page 14 of Be Ready. For example:
• Physiological (what happens in your body) – dry
mouth, headache, sweating to cool the body, inability
to sleep, increased heart rate and breathing rate, chest
pain, skin irritations, stomach problems, slower reflexes,
poor coordination, pupils widen, release of adrenalin
and cortisol into the bloodstream.
• Mental and emotional – loss of enthusiasm, loss of
sense of humour, poor memory, inability to relax, loss
of self-esteem, appetite changes, withdrawn, becomes
resentful.
• Behavioural – talking quickly, irrational decisions,
nervous habits, high pitched nervous laughter, making
mistakes, clumsy, interrupting conversations, taking
more time off school, using alcohol and other drugs.
Explain that while excessive stress can cause concern
and impact on a person’s health and wellbeing, we
need to have optimal stress (eg relaxed but energetic
and enthusiastic, alert and interactive, self-confident,
motivated, looking for new challenges) as this can prompt
us into action.
some times and for some people it can become very
intense. Being able to manage stress is an important
skill for keeping well and healthy, and maintaining our
relationships with others. Brainstorm (refer to page 107)
ways that people try to cope with stress and write these
ideas on the board (eg sleep, play sport, exercise, holiday,
relax with friends, drink alcohol, worry, just hope it’ll be
okay, eat comfort food, get grumpy, use drugs, search for
help online, take it out on someone else).
Highlight that there are positive strategies or approaches
that a person can use to self-calm and to cope with the
effect of longer-lasting stress or challenge, including:
• planning actions to set realistic goals and celebrating
successes
• managing time well
• identifying what you can and cannot control
• learning to relax alone and with others
• taking time to gather information and make decisions
• reviewing how you feel about things and why
• talking to someone who can help.
Discuss the strategies identified by the class and discuss
if they are positive or useful in most stressful situations
(indicate with a tick) and those that are negative or not
useful in most situations (indicate with a cross).
Ask
• Why do you think some people react negatively to stress
and others take a positive approach? (eg don’t have
coping strategies in place, easier to be grumpy or angry
Challenges and Choices YEAR 9
than look at the situation to see what they can and
cannot change).
• When might the way you cope with stress be influenced by
others?
• Why might people think that drug use will help them to
prevent or reduce stress? (eg influences from family, peers
or advertising; incorrect information about drugs; don’t
want to deal with the cause of their stress).
A RESILIENCE APPROACH TO DRUG EDUCATION
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© 2016 Mental Health Commission
 • Do you think the media influences people to use alcohol
or over-the-counter medications to cope or prevent stress?
Why?
• Some young people think that using over-the-counter
medications when they are studying will help them.
What do you think? (Emphasise that any drug such as
over-the-counter medications are only to be used as
prescribed by a doctor and as listed on the packet.
Overdose from these drugs is still a potential harm).

4. Have students write five positive approaches for coping

with stress on page 15 of Be Ready then mark on the
continuum their use of each approach ie from never to
always.
Ask
• Will each approach for coping with stress always work for
you? Why?
• How do you manage stressful situations in the classroom?
• Which strategies do you use to manage stressful situations
at home?
• Which three approaches are you going to use more often in
the future? (Have students write these on page 15 of Be
Ready).

5. In groups, have students identify positive and helpful

coping strategies to use in the following situations.
Scenarios
• Two of your closest friends are in a bad mood with each
other.
• Your friends have asked you to bring some alcohol to a
party but you have made the decision not to drink until
you are over 18.
• Feeling bad about yourself because someone has said
you look fat.
• Exams are coming up and you have fallen behind in
your study.
• Someone you know is using drugs and you are worried
they may harm themselves.
• A boy/girl you really like doesn’t accept your invitation
to go out.
• Another student has posted something about you that
is not true on a social media site.

6. Have students make stress balls by following the

directions on page 14 of Be Ready (sand can replace the
flour in this activity).
7. Have students view Smiling Mind which is a web and App-
based program developed by a team of psychologists
with expertise in youth and adolescent therapy. It provides
mindfulness programs for young people – https://
Challenges and Choices YEAR 9

www.smilingmind.com.au/smiling-mind-app

A RESILIENCE APPROACH TO DRUG EDUCATION

30 © 2016 Mental Health Commission
 • Specific – goals that are too vague and general are hard
Topic 4 to achieve. Goals that work include specifics such as
‘who, where, when, why and what’.
Goal setting • Measurable – including a quantity of ‘how much’ or
‘how many’ makes it easy to know when the goal has
Activity 1 Personal goals for been reached.
health and wellbeing • Achievable – goals should be challenging but not
impossible.
Learning intention
• Relevant – the goal should be relevant to the person
• Students examine goal setting as an action to take and not something they believe others want them to
responsibility in relation to their health and wellbeing achieve.
• Students practise the process for setting SMART goals to • Time related – deadlines can motivate efforts and
achieve personal priorities prioritise the goal above other distractions.
Equipment 3. Have students commence the goal setting process by
Be Ready student workbook - Kicking goals – page 16 writing a SMART goal and some steps to help them
Family information sheet - How to set effective goals – achieve it on page 16 of Be Ready. Remind students
photocopy one per student long-term personal goals need to be SMART and have
manageable steps.

Activities Discuss the usefulness of this process and have students

1. Place students in small groups to take turns sharing their
responses to the following questions.
• How do you want your life to be in one year from now?
• How do you want your life to be when you are 21?
• What would you like to change in your life now?
• How are you going to achieve some of the things you
have identified?
share some of their written responses.
During the year, have students revisit their goal to
monitor progress and identify actions that may need to
be included or changed.
8. Send a copy of the Family information sheet - How to set
effective goals home for students to share with their family.

Explain that some people just live in the here and now
with the expectation that things will just work out in the
future. This lack of direction and planning for the future
can have serious implications including an increase in
levels of stress. Goal setting for adolescents has been
successful for:
• getting more active
• dealing with anxiety and depression
• making new friends
• stopping or reducing drug use
• getting better or improving school results
• doing better or improving sporting or musical
performance.

By setting a goal a person has made a conscious decision

to be focused and motivated. This increases their chances
of achieving their goal and also helps to manage stress
that may be activated when plans are not put in place.
2. Discuss the SMART theory of goal setting. Use the
following example to show students the SMART theory in
practice.
Challenges and Choices YEAR 9

SMART goal
I love football and I want to have an AFL career. My goal is
to make the WAFL within 2 years of leaving school and in
an AFL team by the time I am 21. I am going to talk to the
careers counsellor this term and ask my football coach for
constructive feedback after each game. I’m going to write
to my favourite AFL player this week and ask him to be my
mentor.

A RESILIENCE APPROACH TO DRUG EDUCATION

31
© 2016 Mental Health Commission
 family information sheet

How to set effective goals

Tools not rules
Make it clear to your child tha
t goals
are not ‘set in stone’ and tha
t it’s okay
to change a goal. Goals sho
uld be
tools to help your child in life
, not
rules that restrict them.

Being able to set and
accomplish goals gives
your child control over
the way they change
and grow. This allows
them to feel confident
about taking care
of themselves and
contributing to their
surroundings in a
positive way. By knowing
that they can take care
of the basic tasks that
daily life requires they
will gain the confidence
to face the unexpected
challenges.
g a goal can
While achievin
ard, parents
be its own rew
ays to
can consider w
EDUCATING FOR SMARTER Choices
When you talk about goal setting with your
child, there are a few tips to help guide the
conversation
• Be a good listener. Your child will be more willing to include
you in the goal setting process if you show that you are actively
listening to them talk about their dreams.
• Each of these five characteristics of a SMART goal can help you
navigate the goal setting process with your child.
S Specific
What would your child like to
accomplish?
M
How will your child know when
Measurable the goal has been achieved?
A
Has your child considered
Achievable whether the goal is realistic?
R
Why is the goal significant
Relevant to your child?
T
Timely
When will your child
achieve this goal?
• Work with your child to outline the steps to take in order to
reach the goal.
• Ask your child questions to help them determine what type of

support or resources might be needed along the way.

child’s success
celebrate their
c goal is met.
• Find out if your child has anticipated any potential obstacles
after a specifi and how they can be addressed.
your child’s
Celebrate how
t and better • Discuss making a schedule or timeline to go along with the
life is differen
hard work.
plan to achieve the goal.
c a u se o f th e ir
be

A RESILIENCE APPROACH TO DRUG EDUCATION

© 2016 Mental Health Commission